Psychological well-being, coping styles and academic performance in university students during virtual classes

An Exploration of Sources Fostering First-Year Engineering Students’ Academic Well-Being in a PBL Environment

“…In the field of higher education, a large body of literature has examined how academic well-being is constituted and how it can be measured [22][23][24][25][26]. Instruments developed by psychological researchers, such as Ryff's psychological wellbeing scale, PERMA framework, PISA well-being scale, and Keyes et al's well-being scale have been adopted and tested in different learning environments [24,[27][28][29]. Meanwhile, various self-developed frameworks and instruments were also reported by several educational researchers to measure students' well-being levels via measuring students' satisfaction with college life [22], feeling and functioning in college [23], and emotional and mental health, especially in the context of the COVID-19 pandemic [30][31][32].…”

“…Meanwhile, various self-developed frameworks and instruments were also reported by several educational researchers to measure students' well-being levels via measuring students' satisfaction with college life [22], feeling and functioning in college [23], and emotional and mental health, especially in the context of the COVID-19 pandemic [30][31][32]. In addition, recent literature has also explored the correlation of students' academic well-being with dropout rate, motivation, academic performance, identity, students' personalities, and demographic background [28,[33][34][35][36]. Among various impact factors on students' well-being, active learning methods were regarded as supportive contextual factors [37].…”

“…The authors contributed equally to this work. (Corresponding author: Juebei Chen, juebei@plan.aau.dk) in an educational context and students' academic life satisfaction [2,3], students' academic well-being has a significant influence on their learning experience, academic achievement, and generic competence development [4,5,6]. To increase retention and help engineering students to become agentic professionals, it is meaningful to support them to become proactive and purposeful learners from the beginning of their studies.…”

Sources contributing to engineering students' academic well‐being: An exploration using the Q methodology

“…In the post-pandemic era, student academic well-being has received heightened attention from academics and researchers in engineering education to support students in navigating the challenges inherent to university life, maintaining retention, and having better learning experiences in their study programs (Perkins et al, 2021). Student academic well-being, which refers to a dynamic state encompassing students' positive emotions and satisfaction with their educational choice and study environment (Tuominen-Soini et al, 2012), has been regarded as an important indicator of students' persistence in their studies, academic performance, and competence development (Huam an & Berona, 2021;Korhonen et al, 2014).…”